Abstract—Assessment has always been fundamental to
teaching as it aims to gauge the impact of the teaching on
students learning. The current assessment in teaching computer
literacy is objective assessment that focuses on making it
intentional, informative, and formalized. Although this
assessment is the best way when assessing large groups of
students at one limited time, it has a drawback of being limited
to check the knowledge of understanding terminology and
recalling steps of a particular process. This study introduces a
screen-capture technology based approach to performative and
authentic assessment. It involved design and implementation of
screen-capture assignments to assess computer maintenance
skills. The sample consisted of 28 students enrolled in computer
hardware and software maintenance classes. Data from
students was collected through a multi-modal student survey
and a semi-structured interview. The results analysis has
indicated that screen-capture performative assessment
promotes students’ engagement and learning level of solving
real-world problems.
Index Terms—Assessment, performative and authentic
assessments, screen-capture technology.
Sameh S. Ismail is with Curriculum & Instruction Department, College of
Education, Sultan Qaboos University, Oman & Educational Technology
Department, College of Education, Cairo University, Cairo, Egypt (e-mail:
samehsaid@squ.edu.om).
Shubair A. Abdullah is with Instructional and Learning Technology
Department, College of Education, Sultan Qaboos University, Oman (e-mail:
shubair@squ.edu.om).
Cite: Sameh S. Ismail and Shubair A. Abdullah, "Using Screen-Capture Technology to Authenticate IT Online Learning and Assessment," International Journal of Information and Education Technology vol. 12, no. 1, pp. 71-76, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).